Estimating students' online learning satisfaction during COVID-19: A discriminant analysis

Al-Nasa’h, Mais; Al-Tarawneh, Luae; Awwad, Ferial M. Abu; Ahmad, Ikhlas

doi:10.1016/j.heliyon.2021.e08544

Cited by 39 publications

(26 citation statements)

References 15 publications

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“…Conversely, students with low self-efficacy feel that their technical writing competencies are less and that their achievement of the CLOs is lower. This supports Isnin et al (2017), Calaguas and Consunji (2022) and Al-Nasa'h et al (2021).…”

Section: Discussionsupporting

confidence: 76%

Students’ achievement in an online course on technical writing and communication skills

Yasin

Al-Tarawneh

Elissa

et al. 2022

ITSE

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Purpose This study aims to investigate students’ satisfaction, self-efficacy and perceived competencies in a ‘technical writing and communication skills’ course after the switch of teaching the course from face to face to fully online during and after COVID-19. The study also measured the Achievement of Accreditation Board for Engineering and Technology course learning outcomes (CLOs). Design/methodology/approach A descriptive cross-sectional survey design approach was adopted in this study. Students were asked to respond to an online survey after completion of the course to measure the target parameters. The data of 250 respondents, analyzed with IBM SPSS Statistics 28, show high scores on all constructs. Findings Statistically significant differences among gender, field of study, grade point average (GPA) level, type of school attended and attainment of English proficiency certificate were detected for students in terms of their baseline perceived competencies, achievement of CLOs and self-efficacy scores. In addition, gender, field of study, GPA and holding an international English proficiency certificate had statistically significant effect, whereas the academic level and type of school were insignificant. Research limitations/implications First, the data had been collected through survey only. A limitation of this method is that there could be survey fraud. Second, as some respondents found the survey long, their responses might have been less reliable. Moreover, as the survey was entirely conducted online, this may have caused limited sampling, because some respondents are less likely to have internet access/disconnection and respond to online surveys. Furthermore, this research had focused on studying the impact of an online course on university students’ achievement in a Jordanian university, this limits the generalizability of the result to students of other levels and classes, or ones studying in other universities or living in different countries. Practical implications Because of its impact on effective teaching and achievement, educators need to pay much attention to self-efficacy when designing new curricula for different environmental contexts. Furthermore, it is apparent that some courses, such as “technical writing” can be taught fully online without affecting students’ performance and achievement. Because educators always look for ways that make teaching effective, they may need to consider online platforms for teaching specific courses, hence save time, effort and resources. Originality/value A course on technical writing and communication skills offered to undergraduate engineering and information technology students at Princess Sumaya University for Technology was switched from face to face to fully online modality during the COVID-19 pandemic in the period 2020–2021. The effect of such massive and sudden transformation on students’ achievement and satisfaction called for immediate scrutiny of the prospect and expectancy of online learning.

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Section: Discussionsupporting

confidence: 76%

Students’ achievement in an online course on technical writing and communication skills

Yasin

Al-Tarawneh

Elissa

et al. 2022

ITSE

View full text Add to dashboard Cite

show abstract

“…In the existing studies, taking COVID-19 as source of stress, there were many studies on the theoretical literature describing how COVID-19 may affect online learning, for example, similarities and differences between online learning and face-to-face learning (58)(59)(60). However, the empirical literature related to the two types of self-directed learning that affect individual mental state and learning effectiveness is limited.…”

Section: Discussionmentioning

confidence: 99%

Impact of the self-directed learning approach and attitude on online learning ineffectiveness: The mediating roles of internet cognitive fatigue and flow state

Shao

Hong

Zhao

2022

Front. Public Health

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Online learning has become an important learning approach in universities. However, since many students may have been exposed to online learning for the first time during this period of the COVID-19 pandemic, the quality factors of online learning and psychological distress of students need to be considered in the research on their learning. This paper discusses factors that influence the learning effect of university students in the online learning environment. A total of 377 university students participated in the survey. Structural equation modeling was used to verify the research hypotheses. The results show that the self-directed learning (SDL) approach and attitude can negatively predict students' Internet cognitive fatigue (ICF) and positively predict their Flow, whereas perceived learning ineffectiveness can be predicted by Internet cognitive fatigue positively and by Flow state negatively. The results can be a reference for online teachers to enhance students' online SDL attitude, and to discipline their SDL approach so as to promote online learning effectiveness.

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“…If the knowledge is shared properly and has a positive impact, then, the process of coaching has been implemented. (Al-Nasa'h et al, 2021).…”

Section: The Impact Of Hr Developmentmentioning

confidence: 99%

“…At a global level, COVID-19 has a clear vision: a deadly virus that causes death, medical emergencies and the blockage of the medical system by the number of critically ill patients. (Al-Nasa'h et al, 2021).…”

Section: Student During Covid-19mentioning

confidence: 99%

A parallel between organizational leadership and leadership in university teaching in times of COVID-19

Ilinca

Bogdan

2022

Proceedings of the International Conference on Business Excellence

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We live in a dynamic and ever-changing world. It continues to be disrupted in multifaceted ways, facing multiple challenges. As organizations step up learning how to distribute budgets and reinforce the commitment to meet continuously changing business needs, there is also an increased emphasis on strengthening the learning skills inside universities, as the parallel between private sector and teaching universities is growing at a fast pace. The COVID-19 health crisis has gone as far as shutting down countries, putting people in vulnerable positions. In this crisis, a leader, even if we speak from a private organizational level or an academic teaching institution, must stay focused on his purpose as it is not negotiable. The research from this article gathers information from the literature review and from the author’s experience in the private and academic sector as well. The purpose of the article is to increase awareness on the needed leadership skills in this changing times and to emphasize the strong bound that needs to be created between organizations and leadership skills inside universities, for students, as they are the next managers and for universities’ managers as they need to align to the business environment in order to offer a better structure for the next generations. As talent mobility and upskilling are currently the main focus of organizations, with this paper we are looking at several aspects on how to build the most suitable profile for the next generation of leaders. Our paper is built more on qualitative research, where we explore in depth the attributes of leadership with the aim to highlight the best frame possible for business, in this changing time, when we are expecting to approve the work from home system at a greater level and we believe that online and remote meetings are likely to become the norm, as organizational and education sector has undergone a set of major changes.

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Estimating students' online learning satisfaction during COVID-19: A discriminant analysis

Cited by 39 publications

References 15 publications

Students’ achievement in an online course on technical writing and communication skills

Students’ achievement in an online course on technical writing and communication skills

Impact of the self-directed learning approach and attitude on online learning ineffectiveness: The mediating roles of internet cognitive fatigue and flow state

A parallel between organizational leadership and leadership in university teaching in times of COVID-19

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